Publication: The effect of project based learning approach on undergraduate students' environmental problem solving skills
Abstract
Çevreye yönelik problem çözme becerisi, çevre problemlerini tanımlama, bu problemlerin farkında olma, sebeplerini araştırma ve problemlerin çözümü için alternatif yollar belirleme becerileri ile birlikte çözüm yollarına farklı alanları bütünleştirerek disiplinlerarası bir yöntem kullanma becerisini kapsar. Bu kapsam doğrultusunda çalışmada lisans öğrencilerinin çevreye yönelik problem çözme becerilerinin geliştirilmesinde proje tabanlı öğrenme yaklaşımının etkisinin olup olmadığını araştırmak amaçlanmıştır. Çalışma grubu olarak İstanbul’daki bir üniversitenin Fen Bilgisi Öğretmenliği Anabilim Dalı’nda öğrenim gören 74 öğrenci alınmıştır. Çalışmanın modelini öntest ve sontest kontrol gruplu deneysel desen oluşturmaktadır. Veriler nicel ve nitel çözümleme yöntemleriyle değerlendirilmiştir. Değerlendirme sonucunda proje tabanlı öğrenme yaklaşımının öğrencilerin çevreye yönelik problem çözme becerilerinin gelişimine olumlu etkisinin olduğu bulunmuştur.
Environmental problem solving skills cover identifying environmental problems, being aware of these problems, research of the reasons and identifying alternative ways to solve problems with solutions in different areas integrating ability to use interdisciplinary method. The purpose of this study was to investigate whether there is an effect of project-based learning approach on the development of undergraduate students’ environmental problem-solving skills. Pretest and posttest control group design model is applied. The data was obtained by questioning student before and after the environmental education courses, prepared according to the project-based learning approach. As a result of assessment there was found a positive impact of project-based learning approach on the development of problem-solving skills of students.
Environmental problem solving skills cover identifying environmental problems, being aware of these problems, research of the reasons and identifying alternative ways to solve problems with solutions in different areas integrating ability to use interdisciplinary method. The purpose of this study was to investigate whether there is an effect of project-based learning approach on the development of undergraduate students’ environmental problem-solving skills. Pretest and posttest control group design model is applied. The data was obtained by questioning student before and after the environmental education courses, prepared according to the project-based learning approach. As a result of assessment there was found a positive impact of project-based learning approach on the development of problem-solving skills of students.